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4 episodes with learning policy institute
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2 episodes with learning policy institute
2 episodes with learning policy institute
2 episodes with learning policy institute
2 episodes with learning policy institute
2 episodes with learning policy institute
2 episodes with learning policy institute
3 episodes with learning policy institute
On this week's Education Gadfly Show podcast, Linda Darling-Hammond and Anne Podolsky of the Learning Policy Institute—authors of our latest Think Again brief, “Do the Returns to Teacher Experience Fizzle Out?”—join Mike and David to discuss whether teachers really stop improving after just a few years on the job. Then, on the Research Minute, Adam shares a study examining the extent of school board turnover and whether it is linked to school performance.Recommended content: “Think Again: Do the returns to teacher experience fizzle out?” —Anne Poldolsky and Linda Darling-Hammond, Learning Policy Institute, for Thomas B. Fordham Institute“Effective Teacher Professional Development” — Linda Darling-Hammond, Maria E. Hyler, and Madelyn Gardner, Learning Policy Institute“The voices we don't hear: Teachers who gave up” —Robert Pondiscio, Thomas B. Fordham Institute“High Turnover with Low Accountability: Local School Board Elections in 16 States” — Vladimir Kogan, Stéphane Lavertu, and Zachary Peskowitz, EdWorking Paper (May 2025)Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.
In this episode of AUHSD Future Talks, Superintendent Matsuda discusses school redesign with Orangeview Junior High School Principal Bindi Crawford and Orangeview Teacher/5Cs Coach Ann Rice. During the talk, the group defines school redesign, the Learning Policy Institute's 10 Principles of Redesign, student engagement, Kid Talk and Advisory in a redesign school, A.I. and eKadence, impacting student lives, challenges, and student experience in the future.
This week, Jeff speaks with Dr. Tony Wagner, a globally recognized voice in education and Senior Research Fellow at the Learning Policy Institute. Jeff and Tony discuss the evolving challenges of educational leadership, the importance of creating an innovative mindset in students, and the pressing need for a shift toward mastery learning. Tony also explains the importance of learning the essential skills students need for the 21st century, the significance of intrinsic motivation, and the critical role of civic education. You will gain insights into fostering a supportive professional development environment for educators and the potential of leveraging business partnerships to advocate for better accountability systems. This episode is a must-watch for education leaders seeking to reimagine a more effective and inspiring system for today's students.
As students return to school, Pennsylvania is still facing a dire teacher shortage, and experts say there aren't enough qualified candidates to replace everyone who's quit or moved away. We teamed up with City Cast Philly to unpack the problem, causes, and consequences — plus, share our take on a few potential solutions. **This episode originally published August 28, 2023. We always cite our sources: Check out PA's teacher retention data for yourself, courtesy of Penn State's Center for Education Evaluation and Policy Analysis. Chalkbeat did a great two-part breakdown on the problems and potential solutions. The Learning Policy Institute shared suggestions for how to improve teachers' first years. The Hechinger Report wrote about a couple PR campaigns trying to change public opinion about teaching. The Center for Black Educator Development is based in Philly and does a lot of great work around recruiting teachers of color. Ten years ago, it wasn't uncommon to see 3,000 to 4,000 applicants pop up for a single job listing on PA-educator.net, the PA's main jobs board. Learn more about the sponsors of this August 28th episode: Pittsburgh Cultural Trust Pittsburgh Recovery Walk Airport Corridor Transportation Association Become a member of City Cast Pittsburgh at membership.citycast.fm. Want more Pittsburgh news? Sign up for our daily morning Hey Pittsburgh newsletter. We're on Instagram @CityCastPgh. Text or leave us a voicemail at 412-212-8893. Interested in advertising with City Cast? Find more info here. Learn more about your ad choices. Visit megaphone.fm/adchoices
Today's guest is Dr. Tony Wagner, a globally recognized expert in education, creativity, and learning. Dr. Wagner was at Harvard for over 20 years and he's published seven books about education. In today's episode, Dr. Wagner provides profound insights into the U.S. educational system today. This is a wide-ranging conversation about teaching and about what schools can do differently to foster deep learning and creativity in students. Dr. Wagner is a Senior Research Fellow at the Learning Policy Institute. While at Harvard, he was an Expert in Residence at the Harvard Innovation Lab and the founder and co-director, for more than a decade, of the Change Leadership Group at the Harvard Graduate School of Education. Before that, he spent 12 years as a high school teacher and an elementary school principal. He's written seven books and countless articles about his research. Dr. Wagner is a frequent speaker at national and international conferences. Copyright (c) 2024 Keith Sawyer Chapters (0:00) Welcome (1:32) Dr. Tony Wagner Introduction (3:14) Reimagining Education (8:48) A Ribbon for Axemanship (14:11) Less is More (19:16) Learning How to Think (26:08) Intrinsic Motivation (35:20) Harvard's Change Leadership Lab (41:54) Harvard's Innovation Lab (46:20) Curiosity (54:29) Learning to See (1:00:15) Advice for the Listener (1:02:22) Closer For further information: Dr. Wagner's web site: www.tonywagner.com Books mentioned in this episode: Keith Sawyer, 2019, The Creative Classroom: Innovative Teaching for 21st-Century Learners By Tony Wagner: 2020, Learning By Heart: An Unconventional Education 2012, Creating Innovators: The Making of Young People Who Will Change the World 2008, The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need—and What We Can Do About It. Music by license from SoundStripe: "Uptown Lovers Instrumental" by AFTERNOONZ "Miss Missy" by AFTERNOONZ "What's the Big Deal" by Ryan Saranich
It's been an exciting last few months for the National Board for Professional Teaching Standards. Today, 3Ps in a Pod host Juliana Urtubey talks with CEO Peggy Brookins about recent National Board news and conversations. Peggy shares about the vision and work of the National Board for Professional Teaching Standards and the benefits of National Board Certification for educators and their students. She also reflects on how both the U.S. House of Representatives and Senate introduced resolutions in January 2024 that recognize “the importance and contributions of National Board Certified Teachers” (NBCTs) and reflects. More than 3,500 educators certified as NBCTs in December 2023, more than 700 than the previous year. Peggy talks about some of the dynamics that have led to that increase, including expanding the process to newer teachers and incentives at the state and district levels. Peggy also talks about the need to better retain quality teachers and how National Board Certification can be a part of addressing that need. She speaks to how networks of NBCTs across the country are helping both advance National Board Certification and also lead in addressing the current challenges in education. In this episode, Peggy references the Learning Policy Institute's research and tool that calculates the cost of teacher turnover in a school or district. If you're interested in starting your National Board Certification journey, visit azk12.org.
We know that a great school leader can have a powerful impact on the success of a school and its students. But how exactly do we get great principals? We sat down with Dr. Linda Darling-Hammond to discuss the latest research on developing effective principals, and how policymakers, districts, and educators can ensure school leaders have what they need to grow and thrive. Dr. Linda Darling-Hammond is President and CEO of the Learning Policy Institute. She is also the Charles E. Ducommun Professor of Education Emeritus at Stanford University where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign. Liz Garden is principal of Henry P. Clough Elementary school in Mendon Massachusetts, and serves as fellow at the NAESP Center for Innovative Leadership. Dr. Scott McLeod is professor of educational leadership at the University of Colorado, Denver, and a fellow at the NAESP Center for Innovative Leadership.
On today's episode of The Confluence: Pennsylvania Senate Republican leaders have decided not to appeal to the state Supreme Court a ruling that the state's education funding system violates the state constitution. We ask a panel of education experts where the state's school funding policies could go next.Today's guests include: Ron Cowell, founder and senior fellow at the Education Policy and Leadership Center; Michael Griffith, senior researcher and policy analyst at the Learning Policy Institute; and Matthew Kelly, assistant professor of education at Pennsylvania State University.The Confluence, where the news comes together, is 90.5 WESA's daily news program. For those who have enjoyed listening to the show, find more episodes of The Confluence here, or wherever you get your podcasts.
Order the Leading Equity Book Today! A. Lin Goodwin, Ph.D A. Lin Goodwin (葛文林) is the Thomas More Brennan Chair of Education at the Lynch School of Education and Human Development, Boston College. Prior to joining Boston College, she was Dean of the Faculty of Education at the University of Hong Kong (2017-2022) and Vice Dean at Teachers College, Columbia University (TCCU) in New York (2011-2017), where she was also held the Evenden Foundation Chair in Education. Professor Goodwin served as Vice President of the American Educational Research Association (AERA)—Division K: Teaching and Teacher Education (2013-2016), and is currently a Senior Research Fellow of the Learning Policy Institute in Washington, D.C. She recently received the Spencer Foundation Mentor Award honoring her work with emerging academics and doctoral students; she was named the inaugural Ruth Wong Professor of Teacher Education by the National Institute of Education, Nanyang Technological University in Singapore in 2015. She is the recipient of several multi-million-dollar U.S. federal grants to support TR@TC, an innovative teaching residency program at TCCU that she designed and launched in 2009; the program is currently in its 13th successful year. Dr. Goodwin has authored over a hundred publications focusing on teacher/teacher educator beliefs, identities and development; equitable education and powerful teaching for immigrant and minoritized youth; international analyses and comparisons of teacher education practice and policy; and the experiences of Asian/Asian American teachers and students in U.S. schools. Her publications appear in top journals such as Teachers College Record, Journal of Teacher Education, Teaching and Teacher Education, Urban Education and Review of Research in Education. Recent publications include “Lessons from an expert teacher of immigrant youth: A portrait of social justice teaching” (with Rebecca Stanton) in Equity and Excellence in Education, and “Professional knowledge for successfully teaching diverse students: A comparative analysis of perspectives from South Africa, Canada and Hong Kong” (with HKU colleagues Hoang, Chian and Au), Handbook of International Teacher Education. She has been recognized for her research and scholarship with awards such as Distinguished Researcher from the AERA SIG: Research on the Education of Asian and Pacific Americans, and Distinguished Scholar from AERA's Committee on the Role and Status of Minorities in Educational Research and Development (now Committee on Scholars of Color). Show Highlights When the local language is the biggest barrier for students Forgetting about the human side of our students Case study on master teaching Key teaching strategies Connect with Dr. Goodwin Faculty Page Lessons from an Expert Teacher on Immigrant Youth: A Portrait of Social Justice Teaching Additional Resources Book Dr. Eakins Watch The Art of Advocacy Show Learn more about our Student Affinity Groups Free Course on Implicit Bias 20 Diversity Equity and Inclusion Activities FREE AUDIO COURSE: Race, Advocacy, and Social Justice Studies
Dr. Linda Darling-Hammond, president and CEO of the Learning Policy Institute and professor emeritus at Stanford University, joins us to talk about her collaborative work bridging learning policy, research, and practice.
Dr. Linda Darling-Hammond, president and CEO of the Learning Policy Institute and professor emeritus at Stanford University, joins us to talk about her collaborative work bridging learning policy, research, and practice.
Tony Wagner is a globally-recognized expert who is currently a senior research fellow at the Learning Policy Institute founded by Linda Darling-Hammond in 2015. Prior to that, he held a variety of positions at Harvard University for more than twenty years, including a few years as the expert in residence at the Harvard Innovation Lab and the founder and co-director for more than a decade at the Change Leadership Group at the Harvard Graduate School of Education.In his latest book Learning By Heart, Tony gives an autobiographical telling of his unconventional educational journey. His background was of hating school. He dropped out of high school, and after going back to get his degree dropped out of college twice. His experience with school, along with getting deeply involved in the 60s political movement, led to two realizations: That he wanted to make a difference in the world, and that education needed to be completely reinvented. We talk about what that reinvention looks like, and how a shift to mastery-based education can prepare students for the world after school.To learn more, visit: pastfoundation.orgWe unbox:Shifting the focus of education from time served to masteryWhat's at stake if we don't make radical changes to our education systemHow legislation can free up educators to innovate by removing testing requirementsBreaking down the content barriersHow to find room and space for innovation in your classroom todayResources:Learn more: tonywagner.comTwitter: @DrTonyWagnerRead: Learning By HeartMentioned in this episode:Learning Unboxed Audience SurveyThank you for listening to Learning Unboxed! As we work on the next 150 episodes we want to hear how we can best tailor this podcast to your needs. Please go to https://www.pastfoundation.org/survey to share your insights.Audience Survey
Today we are joined by Dr. Linda Darling-Hammond. Joining us on election day, there's frankly a lot of anxiety around the current state of our world…not just who will win the election but if those results will be accepted, a general cynicism about our future, and especially in the classroom, teachers are reporting extraordinary rates of burnout and nihilism.Dr. Darling-Hammond has done a ton of work to improve educational policy: both by supporting teachers and by changing systems in schools to support learners, she's advocated for higher standards of the profession and fighting back against authoritarian, behaviorist methods. Yet, given the state of the world today and all the things going on, how do we inspire hope and restore that humanity to professional development?In this podcast, we discuss:Where should we go next? We know that many schools are shifting to more rote practices. This was already happening through various “back to basics” movements, and is reemerging in force in the “learning loss” debate. This is further complicated by the politicization of teaching to new levels, between outcries about CRT, LGBTQIA+ rights, antiracism, etc. - even just using the term “progressive education” at all.How do we navigate those waters? What do we build professional development that address this in 2022? How can teachers and administrators build these practices?How can professional development be used to combat those who wish to discredit educator expertise and shift to hiring unlicensed teachers and/or gig-based workers? How can we ensure that we maintain a high standard for the profession?At a systemic level…what does this look like for school administrators? Attempts to do school reform at a national level seems to have always centered on national testing and teacher evaluations, and it's been a “back to basics” way of looking at education that goes to those non-supported-by-research practices.GuestDr. Linda Darling-Hammond, the Charles E. Docummun Professor of Education Emeritus at the Stanford Graduate School of Education. She founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign. She is the President and CEO of the Learning Policy Institute. Also, she's the former President of the American Educational Research Association. She's written over 25 books and 500 articles including The Right to Learn, Preparing Teachers for Deeper Learning, and The Flat World and Education. She was the leader of the education transition team for Barack Obama's 2008 presidential campaign and Joe Biden's 2020 presidential campaign. And, she began her career as a public school teacher and co-founded a preschool and public high school.*In the recording, it was incorrectly mentioned that Dr. Darling-Hammond is the former president of LPI, she is the current president. She led both Barack Obama's and Joe Biden's US Dept of Education transition teams.ResourcesDr. Linda Darling-Hammond at StanfordLearning Policy InstitutePreparing Teachers for Deeper Learning by Linda Darling-Hammond et. al.The Civil Rights Road to Deeper Learning by Kia Darling-Hammond & Linda Darling-Hammond Hosted on Acast. See acast.com/privacy for more information.
What does it take to effectively lead a school? There are plenty of skills and strategies to look to, but critical to the success of any principal is effective preparation and development. Adam and Rachael talk to Marjorie Wechsler, a researcher at the Learning Policy Institute, to discuss their recent study, "Developing Effective Principals: What Kind of Learning Matters?" In this episode we cover: What makes for high quality preparation and development programs How to seek out development opportunities The importance of applied learning How to address standards Dr. Marjorie Wechsler is the Principal Research Manager at the Learning Policy Institute, where she leads mixed-methods research studies related to teacher and leader quality and early childhood learning.
What sets apart a great school from a failing school? What's the secret sauce of schools that are closing achievement gaps? Why do U.S. teachers leave the classroom at twice the rate of other developed countries? In this week's episode, we are joined by Education Researchers Laura Hernandez and Dion Burns from the Learning Policy Institute. Laura and Dion share their research on all of those questions above plus best practices in relationship building, self-assessing your school culture, developing trust in new programs, and we looked at time as the most critical resource in schools. Links: The Learning Policy Institute: www.learningpolicyinstitute.org Key Research to Reference: Instructional Leadership Corps and the Positive Outliers Studies Overall Design Principals: https://k12.designprinciples.org/ Want to see our smiling faces? Subscribe to our Youtube channel or Follow us on Instagram: @getliveschool Or TikTok: @whyliveschool and for incredible resources on School Culture check us out at www.whyliveschool.com
During the talk Professor Berry discusses his drivers, teachers as the most significant asset at schools, moving beyond test scores, the joy of learning, innovation within the classroom and school districts, community schools, the Magnolia Agriscience Community Center (MACC), and scaling up successful models.Professor Berry's work in the 1990s with the National Commission on Teaching and America's Future led to his founding of the Center for Teaching Quality in 1999, a non-profit that focused on igniting teacher leadership to transform public education for more equitable outcomes for students. Professor Berry is author of over 150 peer review articles, book chapters, and trade journal publications focused on teaching policy, teacher leadership, and systemic change in education. His two books, TEACHING 2030 and Teacherpreneurs: Innovative Teachers Who Lead But Don't Leave, frame a bold vision for the profession's future. Professor Berry also serves as a Senior Research Fellow for the Learning Policy Institute, which seeks to advance evidence-based policies that support empowering and equitable learning for each and every child. In 2021, he was honored with the James A. Kelly Award for Advancing Accomplished Teaching by the National Board for Professional Teaching Standards.
Researchers Dion Burns and Naomi Ondrasek from the Learning Policy Institute on the learning outcomes of children experiencing homelessness. Originally aired on SiriusXM on August 13, 2022.
A globally recognized expert in education, Tony Wagner is currently a Senior Research Fellow at the Learning Policy Institute, founded by Linda Darling-Hammond in 2015. Prior to this appointment, Tony held a variety of positions at Harvard University for more than twenty years, including four years as an Expert in Residence at the Harvard Innovation Lab and the founder and co-director, for more than a decade, of the Change Leadership Group at the Harvard Graduate School of Education. His previous work experience includes twelve years as a high school teacher, K-8 principal, university professor in teacher education, and founding executive director of Educators for Social Responsibility. Now, hear his take on the Essential 11 Questions. More places you can find Tony: Website - https://www.tonywagner.com/ Twitter - @DrTonyWagner
"Community schools" are something that we may be seeing a lot more of in California in the coming years after the state made a roughly $4B investment in the teaching model. These schools re-define what it means to be a public school in California, and are seen by proponents as an answer to helping children left behind during pandemic shutdowns. For more, KCBS Radio news anchors Patti Reising and Bret Burkhart spoke with Linda Darling-Hammond, President of the Learning Policy Institute and President of the California State Board of Education
The traditional notion is that schools are failing and they need “reforming.” But our guest believes that our education system is obsolete and needs re-imaging. Why? Because our education systems were created at the Dawn of the Industrial Era, and we no longer live in the Industrial Era. Tony Wagner is at the Learning Policy Institute, and he's also been at Harvard University and a number of other institutions. He also published a memoir last year called “Learning by Heart: An Unconventional Education.”In this episode we look at the modern education system from all angles;, how can we teach teachers, the future of microcredentials and how can parents embrace education at home.Episode QuotesIs learning content the most important thing anymore?:In the 21st century, content knowledge still matters. In a world where Google knows everything, it's a different kind of content that matters. Skills matter more, I argue in the innovation era, and motivation matters most.How creativity gets squashed out of kids:What happens in school, fewer and fewer think of themselves as creative in any way. It's something that happens off there in the corner, in a niche for just a few kids. And kids become obsessed with getting the right answer rather than asking their own questions. You don't have to take a creativity test to see this, you see it every day in classrooms, Greg. Kids aren't asking questions. They don't have time, they're not encouraged. If it's a question, it's -“ will this be on the test?” or “how much does this count towards my grade?”, which is what we're teaching in school.How will we change the current education system?:The challenge is, if we're going to get shaken out of our usual way of doing things at any of these levels, there has to be a sense of urgency. And that has to be created by leaders. Show Links:Guest Profile:Professional Profile at Learning Policy InstituteTony Wagner's Website Tony Wagner on LinkedinTony Wagner on TwitterTony Wagner at TEDxNYEDHis work:Tony Wagner's BlogLearning by Heart: An Unconventional EducationMost Likely to Succeed: Preparing Our Kids for the Innovation EraCreating Innovators: The Making of Young People Who Will Change the WorldThe Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship -- and What We Can Do About ItChange Leadership: A Practical Guide to Transforming Our Schools
Join the Launch Party!!! Jethrojones.com/how2be Episode 471! Attachment Trauma Network's Trauma-Sensitive Schools Conference was this week in Houston. - I presented with Tessa - 2 sessions Social Media Exacerbates Trauma and Suicide Prevention - Dr. Bruce Perry's Neurosequential model - The joy of being with people - If you're interested in the trauma stuff I offer, go to jethrojones.com/trauma Book Launch: - describe it - - prizes - giving away books (success mindsets, Impact Players, My book) - Jethrojones.com/how2be - 10 seats in the mastermind to current administrators - Free book study for everyone. - A PDF of the book we write - Goodies for those who preorder Hiring: - While in Houston, I visited the Fay School. - From the web site: Your child and your child's future represent the most powerful gift for The Fay School and the future of the world. The Fay School leverages a future-focused curriculum integrated into leadership development through emotional intelligence to transform your child's potential into a powerful toolkit and reliable compass that launches them into middle school and beyond. - Once you and your child step onto our outdoor-oriented campus, we believe you will experience what separates us from the other independent schools in Houston. Most importantly, you will learn how The Fay School has begun taking steps to intentionally transform the landscape of early childhood and elementary education through innovation. All of what we do and aspire to become places your child first. - I'll release episode 473 with Melissa Sherman, the principal there in a couple weeks, on March 20th. - This month, we are talking about Hiring, and, since Hiring is the most important job you will do, I'd like to read an excerpt from my book about Hiring. Reports of teacher shortages have been a constant backdrop in the United States for several years now. Transformative principals typically don't have a problem finding new staff for all the reasons we've spoken about in this book. If you have a Vital Vision, communicate effectively, build positive relationships, and support your teachers, you'll find that there is an endless list of people who want to be part of your school. It's a natural byproduct of the things we have been talking about. You can have that, too. Hiring the best people for your school is vital. Todd Whitaker says that hiring may be the most important thing a principal does: “You can get a teacher more on board in 5 minutes in your interview than 5 years in your building.” It behooves us as principals to ask the best questions we can to find out if someone will be a good fit for our school. As Bill Daggett says, “Culture trumps strategy. Every. Single. Time.” When interviewing, you must find the best person you can. It is even acceptable to wait as long as you need to until you find that person. Sometimes, a person serving as a long term sub is better than a poor teacher. If you have ever hired the wrong person for a job, you know that is true. Just preparing to hire teachers is a multi-step process. Hiring is a year-round job, one that takes on different aspects at different times in the year. Hiring can be risky. Or rather, I should say, hiring is RISCHI (pronounced risky). Recruit Introduce Hire Screen Cultural fit Hire Introduce ![[How2be Figure 4.excalidraw]]![[how2be figure 5.excalidraw]] I like to see this as a three-circle Venn diagram because there is overlap in the areas. We'll dive into each of these areas shortly. It is also effective to think of this as a never-ending circle! Where you are regularly doing each of these activities. With teacher shortages that have plagued our industry for years being exacerbated by the pandemic, more than ever we need to take a serious step in hiring people effectively. A recent study by the Learning Policy Institute called “A Coming Crisis in Teaching: Teaching Supply, Demand, and Shortages in the U.S.,” shows that in 2021 the demand for new teachers would be 300,000 and the amount of teachers available would be less than 200,000. That's a projected shortage of 100,000 teachers! And that was in 2016, before the pandemic was even a thing. In 2021, we've had governments requesting retired teachers come back to take the load off of other teachers. Districts are offering signing bonuses and trying to attract teachers. While those may be nice, that's nothing compared to you implementing what you read in this book! Being a transformative principal is how we solve our teacher shortage. And I'm going to show you how to do recruit and hire amazing teachers. I've worked hard to include actionable advice for you here to make sure you can attract the top talent to your school and that they will want to stay there forever! But remember, they will come for the job but they will stay for the Vital Vision. Before we go any further, imagine for a moment what hiring process could look like in five years. In five years, you have very low turnover. It happens, but people want to stay at your school because it is such a great place. When there is turnover, and opportunities for new staff to come on board, you first make sure all your current people are in the correct places. Then, you get to take your pick from the people who you already know will be great at your school and invite them to join you. You have the perfect placement for them, and they already have friends at your school so you know they will be a good fit. Just imagine how powerful that would be for everyone. It's possible, and that's how transformative principals hire new staff. Why Fay School? - Well, they attract the kind of people that want to work in that environment. Sponsors Transformative Principal Mastermind Lead a school everyone can be proud of. Being a principal is tough work. You're pulled in all kinds of directions. You never have the time to do the work that really matters. Join me as I help school leaders find the time to do the work they became principals to do. I help you stop putting out fires and start leading. Learn more at https://transformativeprincipal.com John Catt Today's Transformative Principal sponsor, John Catt Educational, amplifies world-class voices on timeless topics, with a list of authors recognized globally for their fresh perspectives and proven strategies to drive success in modern schools and classrooms. John Catt's mission is to support high-quality teaching and learning by ensuring every educator has access to professional development materials that are research-based, practical, and focused on the key topics proven essential in today's and tomorrow's schools. Learn more about professional development publications that are easy to implement for your entire faculty, and are both quickly digestible and rigorous, by visiting https://us.johncattbookshop.com/. Learn more about some of the newest titles: - The Coach's Guide to Teaching by Doug Lemov The Feedback Pendulum: A manifesto for enhancing feedback in education by Michael Chiles Putting Staff First: A blueprint for revitalising our schools by John Tomsett and Jonny Uttley 10 Things Schools Get Wrong (And How We Can Get Them Right) by Jared Cooney Horvath and David Bott Let's Talk About Flex: Flipping the flexible working narrative for education by Emma Turner A Parent's Guide to Powerful Teaching by Patrice Bain John Catt is also proud publisher of the new book from Transformative Principal host Jethro Jones: SchoolX: How principals can design a transformative school experience for students, teachers, parents – and themselves Visit this page to learn more about bulk orders and how to bring John Catt's research-based materials to your school: https://us.johncattbookshop.com/pages/agents-and-distributors
The Longbeach Unified Public School District regularly hosts visitors from all over the world, eager to learn from their success in closing achievement gaps. Christopher Steinhauser, who led the LBUSD for 18 years as superintendent, reflects on the reasons for their success and his newly released book. LBUSD is the five time nominee and national winner of the Broad Prize- the nation's largest education prize, honoring large urban districts that demonstrate the greatest overall performance and improvement in student achievement while reducing achievement gaps among various ethnic and socioeconomic groups of students. Additionally Long Beach was listed as a World Class School by Mckenzie and company and were recognized as schools that are beating the odds by the Learning Policy Institute. Dr. Steinhauser is the Co-author of Schools on the Move: Leading Coherence for Equitable Growth (Corwin Press in 2022) with a forward by Michael Fullen. Resources: Connect to Proliftic Chris' book Schools on the Move: Leading Coherence for Equitable Growth and here from google books and here from Amazon More information on The California Promise Learn about Swun Math Curriculum Learn about Swum Math Professional Learning EdCuration's Certified EdTrustees Micro Professional Learning ExPLorations EdCuration's Blog: Learning in Action EdCuration's upcoming Online Events
CCA Strategy Director, Brandon Protas, Ed.D., is joined by Dr. Monica Martinez, Director of Strategic Initiatives at the Learning Policy Institute, to discuss the transformative nature of performance assessment implementation in college advising and placement processes. To learn more about the Learning Policy Institute and the Reimagining College Access initaitive that Dr. Martinez leads, please visit: https://learningpolicyinstitute.org/project/reimagining-college-access
FocusED: An educational leadership podcast that uncovers what is working in our schools.
Lorea Martinez Brings Tons of Experience to FocusED Listeners Dr. Lorea Martínez Pérez is the award-winning founder of HEART in Mind Consulting, a company dedicated to helping schools and organizations integrate Social Emotional Learning in their practices, products, and learning communities. She has worked with schools, districts, and organizations to guide SEL implementation efforts, including training teachers and leadership teams, and provided guidance to educational technology and media companies to help them integrate SEL in their products. An educator who has worked with children and adults internationally, Dr. Martínez is a faculty member at Columbia University Teachers College, educating aspiring principals in Emotional Intelligence. She has conducted extensive research in the SEL field with a focus on SEL implementation, principals' Emotional Intelligence, teacher preparation, and school climate. She frequently blogs about how to incorporate SEL in teaching practices, leadership, and parenting. She received her Doctor of Philosophy, magna cum laude, in Quality and Innovation in Education from Universitat Autònoma de Barcelona. In 2014, she was awarded the American Education Research Association Graduate Student Award for Excellence in SEL Research from the SEL Special Interest Group. Dr. Martínez started her career as a special education teacher and administrator. A native of the Costa Brava in Spain, she currently lives in the San Francisco Bay Area with her husband and two daughters. Buy her book, Teaching with the HEART in Mind: A Complete Educator's Guide to Social Emotional Learning. ------------------------------------------------------------- Show Notes from Our FocusED Episode with Lorea Martinez Lorea talked about being a special education teacher and all that needs to be done to support students, including their coping skills. She wrote the book because she realized that we're not spending enough time on social and emotional learning to support students. She talked about how SEL is often misunderstood in terms of implementation. Joe asked about the entry point for SEL work. Lorea said it must be entered in any way possible. Lorea explains the HEART acronym and its alignment to CASEL. She lays out three easy steps to infuse SEL into any lesson plan. Every teacher can use this information. Don't miss what she says about brain breaks and movement for our learners. Always have an SEL goal for your lesson plan in addition to your academic goal. ~ Lorea Martinez We need a common understanding in our education community in terms of exactly what we mean by SEL when we're planning for ourselves and our students. Lorea talked about nurturing students' strengths to help them discover their path forward in life. She discussed the false dichotomy about relationships and academics and that they aren't two things but rather one together. Lorea mentioned The Learning Policy Institute as a place she goes for practical research. She also pointed to Facing History and Ourselves as a resource for teachers and leaders. Lorea mentioned two books that she's reading: Once I Was You by Maria Hinojosa Fierce Self-Compassion by Kristen Neff She wants to see a book written that compiles educators' success stories with SEL. We cannot teach what we do not practice. ~ Lorea Martinez ___________________________________________________ Thanks for listening to FocusED, an educational leadership podcast brought to you by TheSchoolHouse302 @ theschoolhouse302.com where we publish free leadership content. Go to the site, subscribe, and you'll get all of our content sent directly to your email.
In part two of our focus on California's Local Control Funding Formula (LCFF), we examine more closely the concept of local control, especially as it relates to educational equity. Host Jason Willis and special guests consider vital questions, including:How does the State's shift to local control impact equity? How do we strike a balance between local autonomy, innovation, compliance and accountability?How effective are Local Control and Accountability Plans (LCAPs) that all districts must adopt with stakeholder input? What role can school boards in particular play in the LCFF-LCAP process? Plus, we delve into the practical, hands-on experiences of a veteran chief school business official who has implemented LCFF in her small, rural school district. She shares valuable strategies that school district leaders and business officials can draw on when implementing LCFF.Guests:Heather Naylor has served as CBO in Gridley USD in Butte County for 17 years. The district serves approximately 2,100 students, 75% who qualify in the “unduplicated" student count. Gridley USD was recognized in a 2019 Learning Policy Institute study as a "Positive Outlier" for its promising practices and outcomes in closing opportunity gaps for students of color and all students.Christopher Edley, Jr., J.D., serves as interim dean for the U.C. Berkeley Graduate School of Education, and as professor and dean emeritus at the U.C. Berkeley School of Law. Maria Echaveste, J.D., serves as president and CEO of The Opportunity Institute. She previously served as White House deputy chief of staff.Mike Kirst is a former State Board of Education President and current Professor Emeritus at Stanford University. He was the chief architect of the LCFF under Gov. Jerry Brown.Xilonin Cruz-Gonzalez serves as a school board member in Azusa USD, and as Deputy Director for Californians Together, a statewide advocacy group. She is immediate past president of the California School Boards Association.More resources"What's Next for the LCFF," report by PACE, Nov., 2021"Targeted K-12 Funding and Student Outcomes," PPIC Policy Brief, Oct., 2021"Why the LCFF? California's Landmark Move to an Equity-Based School Funding Formula," from the "Adventures in Ed Funding" podcast, March, 2020. Budgeting for Educational Equity is presented by the California Association of School Business Official (CASBO) and WestEd. We are grateful to the Sobrato Family Foundation for additional support. Our series is written and produced by Paul Richman and Jason Willis. Original music and editing by Tommy Dunbar. John Diaz at WestEd develops our companion written briefs. Follow us at @Budget4EdEquity.
In this episode, Sanger Unified School District Superintendent Adela Madrigal Jones highlights approaches and actions her district has taken to advance equity. It's chock-full of practical guidance, real-life experiences and candid reflections from a lifelong educator who has helped lead successful work in this Central Valley district.One of the key strategies Sanger USD utilizes are “Principal Summits.” These summits engage school site leaders in reviewing data, collectively exploring how dollars are invested (including LCFF-LCAP funds), developing plans and actions to meet the needs of all students, and regularly monitoring those plans. Superintendent Madrigal Jones shares further insights into the mechanics of budgeting for equity, including describing how some recent allocation models called for distributing dollars equally, and some equitably. In addition, she takes us inside some of her district's recent discussions about how best to utilize newly available one-time state and federal dollars to accelerate recovery from the pandemic.Later in this episode, Sanger USD Chief Business Official Marsha Alfving joins Adela to discuss the key importance of superintendents and chief business officials working together and with their teams to support resource equity. CBO Alfving describes several ways that school business officials can deepen their engagement in their district's conversations around equity and Multi-Tiered Systems of Support (MTSS) to best meet the needs of all students.Finally, Superintendent Madrigal Jones looks back on a key success in her district that improved early literacy. Plus, she recommends a few things that all educational leaders should consider bringing along as they prepare to embark on their own resource equity and "cultural shift" journeys.GuestsAdela Madrigal Jones has served as superintendent of Sanger USD since July 2018. Prior to that, she served as associate superintendent, as a principal and a teacher, all in the district. She has also worked extensively with English Learners. In total, she has spent more than 37 years in public education.Marsha Alfving has served in Sanger USD for more than a decade, including as Chief Financial Officer since 2013. She's also a Certified Public Accountant and prior to joining Sanger, served for several years in public accounting.Sanger USD is located in California's Central Valley. The district serves about 11,000 students, nearly 70% who qualify for free and reduced price meals and 15% who are English Learners. The district has been recognized in research literature, such as the 2019 Learning Policy Institute brief, for its promising practices and outcomes, especially for students of color.Download the Interactive Companion Brief for this episode.*Budgeting for Educational Equity is presented by the California Association of School Business Official (CASBO), in partnership with WestEd. We are grateful to the Sobrato Family Foundation for providing additional support. Engage with us on Twitter at @Budget4EdEquity Budgeting for Educational Equity is written and produced by Paul Richman and Jason Willis. Original music, mixing and sound by Tommy Dunbar. John Diaz at WestEd develops our related written materials.
Esta semana, en Planeta Educativo, recogemos distintos estudios que entregan consejos, estrategias, prácticas y preocupaciones acerca del retorno a la enseñanza presencial en los sistemas educativos. Este es un capítulo que sin duda grabamos de manera coordinada y planificada. Además, nuestro retorno al trabajo presencial, y ¿es Florida el Curicó de Estados Unidos? Referencias del capítulo Darling-Hammond, L., Shachner, A., & Edgerton, A.K. (2021). Reiniciar y reinventar la escuela: El aprendizaje en tiempos de COVID y más allá. Learning Policy Institute. Disponible en castellano a través de https://www.tuclase.cl/reiniciar/ Fernández, B., Flórez, M.T., Guerrero, P., & Reyes, P. (2021). Recomendación para una evaluación pertinente en tiempos de crisis. Disponible en http://citse.ucsh.cl/wp-content/uploads/2021/07/Recomendaciones-para-una-evaluaci%C3%B3n-pertinente.pdf Hatch, T. (2021, agosto) What can change in schools after the pandemic? International Education News Blog. Disponible en https://internationalednews.com/2021/08/04/what-can-change-in-schools-after-the-pandemic/ Jeffs, E., Lucas, N., & Walls, T. (2021). CoVID-19: Parent and caregiver concerns about reopeningNew Zealand schools. Journal of Paediatrics and Child Health, 57(3), 403–408. https://doi.org/10.1111/jpc.15234 Pattison, K. L., Hoke, A. M., Schaefer, E. W., Alter, J., & Sekhar, D. L. (2021). National Survey of School Employees: COVID-19, School Reopening, and Student Wellness. Journal of School Health, 91(5), 376–383. https://doi.org/10.1111/josh.13010 Prinzing, M. M., Zhou, J., West, T. N., Le Nguyen, K. D., Wells, J. C., & Fredrickson, B. L. (2020). Staying ‘In Sync' with others during COVID-19: Positivity resonance mediates cross-sectional and longitudinal links between trait resilience and mental health. PsyArXiv, 00(00), 1–16. https://doi.org/10.1080/17439760.2020.1858336
The schooling of American children is marred by our notions that hard and long hours of classroom learning is a defining feature of K-12 school success even though such environments lack a playful approach to learning or room for imaginative interactions with the world. In their book Out of My Skull, Neuroscientists James Danckert & John D. Eastwood write, “When we have a sense of meaning and purpose in life, options for engagement with the world are evident and compelling.” So if we know this about schooling, learning, and engagement then why is it so hard for us to pivot? On this episode, globally recognized voice in education, Senior Research Fellow at the Learning Policy Institute, and author of many books including a memoir, Learning By Heart: An Unconventional Education, Tony Wagner, Ph.D. discusses how his own childhood learning experiences that were neither pleasant nor rewarding failed to channel his natural curiosity and what it took for him to find his way back to flourishing as a life-long learner.About Tony WagnerA globally recognized voice in education, Tony Wagner currently serves as a Senior Research Fellow at the Learning Policy Institute, founded by Linda Darling-Hammond in 2015. Prior to this appointment, Tony held a variety of positions at Harvard University for more than twenty years, including four years as an Expert in Residence at the Harvard Innovation Lab and the founder and co-director, for more than a decade, of the Change Leadership Group at the Harvard Graduate School of Education. His previous work experience includes twelve years as a high school teacher, K-8 principal, university professor in teacher education, and founding executive director of Educators for Social Responsibility.Tony is a frequent speaker at national and international conferences and a widely published author. His work includes numerous articles and seven books, including three best-sellers: Most Likely To Succeed: Preparing Our Kids for The Innovation Era, co-authored by Ted Dintersmith, was published by Scribner in 2015. Creating Innovators: The Making of Young People Who Will Change The World, was published in 2012 to rave reviews and has been translated into 19 languages. His 2008 book, The Global Achievement Gap continues to be an international best seller, with more than 150,000 copies in print. Tony's memoir, Learning By Heart: An Unconventional Education, was published by Penguin/Random House in 2020.Tony served as the Strategic Education Advisor for a major new education documentary, “Most Likely to Succeed,” which had its world premiere at the 2015 Sundance Film Festival and has since been shown in more than 11,000 communities around the world. He also collaborated with noted filmmaker Robert Compton to create a 60 minute documentary, “The Finland Phenomenon: Inside The World's Most Surprising School System.”About Host, Sucheta KamathSucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)
NCEE CEO Anthony Mackay spoke with Linda Darling-Hammond, the Charles E. Ducommun Professor of Education Emeritus at Stanford University, president and CEO of the Learning Policy Institute, and a member of NCEE's Center on International Education Benchmarking advisory board. The two discussed what it might take, in this post-pandemic moment, to strengthen our public education system and ensure that it supports social cohesion, economic prosperity, and individual and collective well-being. Darling-Hammond explained that historically there is an “anatomy of inequality” in the U.S. education system. Poverty and segregation, unequal school resources, inequitable distribution of well-qualified educators, and lack of access to a rigorous curriculum work against too many of our students.
This week, learning hubs. Robin Lake of Center on Reinventing Public Education, tells how they're innovating. Lakisha Young, a learning hub pioneer in Oakland, updates us.
What drives your learning? We dive into this question and much more in a conversation that is framed around Tony's newest book, Learning By Heart. Tony shares significant stories that demonstrate the power of teachers in the learning process as well as the need to have learning tailored to curiosity and passions. Tony doesn't stop there. He shares a pivotal moment that saved his educational journey as well as lessons learned from a personalized axemanship course. Post a review. Subscribe. Tony Wagner is a Senior Research Fellow at the Learning Policy Institute. Prior to that, he held a variety of positions at Harvard for more than twenty years including four years as an Expert in Residence at the Harvard Innovation Lab. Tony has written 7 books including 3 best sellers. On top of that Tony served as the Strategic Education Advisor for the education documentary, “Most Likely to Succeed." Music: Believin Stephen Shout outs: Ted Dintersmith, Mastery Transcript Consortium, Better World Ed & Abhi Nangia Links: Better World Ed, What School Could Be, Learning By Heart, Mowglis Summer Camp, Mastery Transcript, High Tech High, Grit Podcast ad: RethinkingEDU Sponsors: Podpage. Go to podpage.com. Use code "divingdeep" to get first month free or half off a premium subscription.
Brent Maddin talks with Maria E. Hyler, Deputy Director of the Learning Policy Institute, in advance of Building the Next Normal, the January 2021 convening hosted by ASU's Mary Lou Fulton Teachers College, where Maria will be a featured expert.Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. Follow MLFTC on Twitter at @asueducation. Share this episode with #NextEducationWorkforce.1:01: Maria explains why she is at once excited and cautious about Next Education Workforce models and discusses the importance of ensuring change happens in a way that increases equity. 6:01: Maria describes ways the roles of educators and the knowledge, skills and dispositions associated with those roles might shift in the context of Next Education Workforce models.8:13: Maria proposes how she would change teacher and leader preparation.10:11: Maria reacts to the hypothesis that an educator's first year ought to look different in a Next Education Workforce model.12:40: Maria recommends readings educators might consider exploring before they join her at Building the Next Normal, the January 2021 convening hosted by ASU's Mary Lou Fulton Teachers College. Check out Learning Policy Institute's Preparing Teachers for Deeper Learning!
NAESP recently teamed up with the Learning Policy Institute (LPI) to conduct a national principal study surveying 1,000 principals to learn more about their access to high-quality professional development opportunities. The report had some key findings, including that few principals had participated in authentic learning opportunities (e.g., applied learning experiences, mentors and coaches, and networking with colleagues) despite the literature affirming that these authentic, job-embedded learning opportunities are associated with positive student outcomes. In this edition of the NAESP Advocacy Podcast, Caitlin Scott, Research Director for LPI, and Stephanie Levin, Research Manager for LPI, join to discuss the report and its implications for the principal profession going forward. Guests:Caitlin Scott, Research Director, Learning Policy InstituteStephanie Levin, Research Manager, Learning Policy Institute
Will school closures and distance learning be a temporary setback for kids’ learning or will it have a permanent effect on their education? We spoke with Ralph Smith, managing director of the Campaign for Grade Level Reading to get his perspective on the impact COVID-19 is having in the hardest hit communities. He offers suggestions for parent leaders looking to support the most vulnerable learners and their families during this challenging time. Resources: Learn more about COVID-19’s impact on families and children by exploring Learning Heroes’ report: “Parents 2020: COVID-19 Closures - A Redefining Moment for Students, Parents, and Schools” Keep your child on track this year with the help from these literacy & math Family Guides, created by Seek Common Ground and Student Achievement Partners Discover what COVID-19 recovery could look like in the Learning Policy Institute’s framework, “Restarting and Reinventing School: Learning in the Time of COVID and Beyond” Follow the Campaign for Grade Level Reading on Twitter at @ReadingBy3rd
About Lorea Martinez, Ph.D. Dr. Lorea Martinez is a social-emotional learning (SEL) consultant, supporting schools and teachers as they integrate SEL in their programs and teaching practices. Her clients include New Schools Venture Fund, Learning Policy Institute, Six Seconds, Nearpod, and public, private, and charter schools. She is a faculty member of the Summer Principals Academy-New Orleans at Teachers College, Columbia University. Her research is focused on school climate, SEL implementation, and principals' emotional intelligence. She is working on her second book for teachers, Teaching with the Heart in Mind, forthcoming in 2020. Previously, she was a special education teacher and administrator. Martinez holds a PhD from the Universitat Autonoma de Barcelona. Show Highlights Emotional Intelligence SEL with fidelity BIPOC and assimilation with SEL Equity in SEL SEL for school leaders Connect with Lorea Twitter: @loreamart Website: www.loreamartinez.com Connect with me on Twitter @sheldoneakins
She serves as President of the California State Board of Education, President and CEO of the Learning Policy Institute, and is one of the nation’s leading education researchers...In this episode Dr. Linda Darling Hammond shares what’s on her mind as plans for the new school year continue to take shape. How is distance learning going? What have other countries done to re-open their campuses safely and what else should our federal government do to support efforts here? Plus, we explore the role everyone in schools plays in providing social-emotional supports to students; key objectives for the new Learning Continuity and Attendance Plans that districts must adopt before October – and fact-checking presidential tweets about education.With back to school season upon us, local and state leaders are working tirelessly to ensure as Gov. Newsom has said, “learning is non-negotiable” while prioritizing the health and safety of students and staff during this time of COVID-19.In a recent Forbes article, “The Urgency of Reopening Schools Safely,” Linda discussed what other countries are doing to re-open their school campuses. She makes the compelling case that “where these re-openings have succeeded, governments have been responsive to addressing the significant financial needs.” Yet, with nearly $2.8 trillion in federal aid dedicated to the recovery so far in the U.S., less than half of one percent of the total funding has been allocated specifically for K-12 education. MORE RESOURCESReopening California's Schools: A Discussion on Political Insights for 2020-21, CASBO webinarReopening California's Schools: A FCMAT Discussion on Understanding & Planning for Federal Funding, CASBO WebinarCDE's Coronavirus Response and School Reopening Guidance webpageABOUT OUR GUESTDr. Linda Darling Hammond was appointed by Gov. Newsom to the State Board of Education in February 2019, and currently serves as President. She is President and CEO of the Learning Policy Institute (LPI), an organization that conducts and communicates independent, high-quality research to improve educational policy and practice. Linda is also the Charles E. Ducommun Professor of Education Emeritus at Stanford University where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program. She is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, and Research-to-Policy. Full bio here.ABOUT CASBOThe California Association of School Business Officials is the premier resource for professional development and business best practices for California's school business leaders. Follow at @CASBOAbout your series guide Paul Richman is a public education advocate and consultant. Contact him at edfundingca@gmail.com. Follow at @pjr100
We talk to Tony Wagner, a globally recognized expert in education and senior research fellow at the Learning Policy Institute, about his new book Learning by Heart: An Unconventional Education. Support the show: https://www.patreon.com/inquiringminds See omnystudio.com/listener for privacy information.
A globally recognized expert in education, Tony Wagner is currently a Senior Research Fellow at the Learning Policy Institute, founded by Linda Darling-Hammond in 2015. Prior to this appointment, Tony held a variety of positions at Harvard University for more than twenty years, including four years as an Expert in Residence at the Harvard Innovation Lab and the founder and co-director, for more than a decade, of the Change Leadership Group at the Harvard Graduate School of Education. His previous work experience includes twelve years as a high school teacher, K-8 principal, university professor in teacher education, and founding executive director of Educators for Social Responsibility. Now, hear his take on the Essential 11 Questions. More places you can find Tony: Website - https://www.tonywagner.com/ Twitter - @DrTonyWagner
Episode 142 - Tony Wagner, Ed.D. Dan Sterenchuk and Tommy Estlund are honored to have as our guest, Tony Wagner, Ed.D. A globally recognized voice in education, Tony Wagner currently serves as a Senior Research Fellow at the Learning Policy Institute, founded by Linda Darling-Hammond in 2015. Prior to this appointment, Tony held a variety of positions at Harvard University for more than twenty years, including four years as an Expert in Residence at the Harvard Innovation Lab and the founder and co-director, for more than a decade, of the Change Leadership Group at the Harvard Graduate School of Education. His previous work experience includes twelve years as a high school teacher, K-8 principal, university professor in teacher education, and founding executive director of Educators for Social Responsibility. Tony is a frequent speaker at national and international conferences and a widely published author. His work includes numerous articles and seven books, including three best-sellers: Most Likely To Succeed: Preparing Our Kids for The Innovation Era, co-authored by Ted Dintersmith, was published by Scribner in 2015. Creating Innovators: The Making of Young People Who Will Change The World, was published in 2012 to rave reviews and has been translated into 17 languages. His 2008 book, The Global Achievement Gap continues to be an international best seller, with more than 140,000 copies in print. Tony's memoir, Learning By Heart: An Unconventional Education, is published by Penguin/Random House. Tony served as the Strategic Education Advisor for a major new education documentary, “Most Likely to Succeed,” which had its world premiere at the 2015 Sundance Film Festival and has since been shown in more than 8000 communities. He also collaborated with noted filmmaker Robert Compton to create a 60 minute documentary, “The Finland Phenomenon: Inside The World's Most Surprising School System.” Tony earned an M.A.T. and an Ed.D. at the Harvard University Graduate School of Education. Purchase new book, Learning By Heart: An Unconventional Education: https://www.tonywagner.com/learning-by-heart Website: https://www.tonywagner.com Twitter: https://twitter.com/DrTonyWagner The Curiosity Hour Podcast is hosted and produced by Dan Sterenchuk and Tommy Estlund. Please visit our website for more information: thecuriosityhourpodcast.com The Curiosity Hour Podcast is listener supported! To donate, click here: thecuriosityhourpodcast.com/donate/ Please visit this page for information where you can listen to our podcast: thecuriosityhourpodcast.com/listen/ Disclaimers: The Curiosity Hour Podcast may contain content not suitable for all audiences. Listener discretion advised. The views and opinions expressed by the guests on this podcast are solely those of the guest(s). These views and opinions do not necessarily represent those of The Curiosity Hour Podcast. This podcast may contain explicit language.
This webinar featured experts from the field and researchers who discussed the challenges and opportunities educators and district leaders face in expanding deeper learning. The discussion featured new research from the Learning Policy Institute that highlights how three networks— Big Picture Learning, Internationals Network for Public Schools, and New Tech Network—have partnered with traditionally structured public school districts to create systems and processes that spread deeper learning models in ways that advance equity and result in greater success for traditionally marginalized students.
Teacher Shortage. According to research by the Economic Policy Institute (EPI), the teacher shortage could reach 200,000 by 2025, up from 110,000 in 2018. This shortage of workers is due to a number of factors. Among them are pay, working conditions, lack of support, lack of autonomy, and the changing curriculum. Eric Legette is our guest.. MORE is designed to provide proactive measures and action plans to alleviate pressure off teachers/administrators within schools experiencing a teacher shortage. According to the Economic Policy Institute by the year 2025, the teacher shortage could reach 200,000. Our area of expertise is classroom management. New teachers often struggle in this area and with an increased number of students in the classroom, there is a greater risk of classroom disruptions to occur. Current statistics show that new teachers leave at rates of somewhere between 19% and 30% over their first five years of teaching. A recent study by the Learning Policy Institute shows that if a teacher receives mentoring, collaboration, and extra resources, and is part of a strong teacher network, first-year turnover is cut by more than half. Unfortunately, just 3% of beginning teachers receive such support. The goals are to: · Provide enough assistance and resources for schools to encourage new teachers to stay past the first three years · Our assistance and resources will contribute to maintaining or increasing student achievement · Relieve pressure and stress off teachers and administrators Our assistance will help teachers to continue to work efficiently... connect with him on linked in https://www.linkedin.com/in/eric-legette-m-ed-a16b9b10a --- Support this podcast: https://anchor.fm/bj-murphy9/support
Battelle for Kids CEO, Dr. Karen Garza, talks with Tony Wagner, Senior Research Fellow at the Learning Policy Institute, and author of several books, including Most Likely to Succeed, The Global Achievement Gap, and Learning By Heart, due out in April of 2020.
Researchers and scientists continue to make advancements in determining how young people learn and how their brains develop. State legislatures devote significant time to education policy and approve considerable state resources to improve the education systems in their states. Our guest is Dr. Linda Darling Hammond, who is the president and CEO of the Learning Policy Institute. She explains what we are learning about brain development and how it affects how young people are taught today. She says the ideas from the research can work in any school, regardless of its socio-economic status. And, she says many of the principles can be applied in school systems without additional state funds.
In this episode, Nancy, Misty, and Kathryn chat with Coral Zayas (@MsZbilED) about recruiting and retaining diverse educators. Coral is a bilingual educator and education policy fellow alum who shares ways to advocate for programs, for other educators, and of course, for students. Coral mentioned: Northern Arizona College Resource Center Teach Plus Leadership ISD: Tarrant County If you listen, we will stay, Education Trust (and full study) Additional resources: NASSP Position Statement on Educator Diversity The diversity gap for public is actually growing across generations, Brookings College faculty have become more racially and ethnically diverse, but remain far less so than students, Pew Research Teachers of Color: In High Demand but Short Supply, Learning Policy Institute
As the Science of Learning and Development becomes better understood – the discoveries that connect how children develop and learn and how their environments can make or break their progress – a next challenge becomes clear: Turning that research into practice. So what exactly will it take from schools in communities and through public policy to make education work for every child in America? Linda Darling-Hammond, to put it mildly, has some ideas. Linda is president and CEO of the Learning Policy Institute and President of the California State Board of Education. She also is Charles E. Ducommun Professor of Education Emeritus at Stanford University. With many other leadership roles, award-winning books, more than 500 publications and education experience from preschool through higher ed, Darling-Hammond is simply one of this country's leading thinkers and doers in the field. In fact, in 2006 she was named one of the nation's 10 most influential people affecting educational policy, and in 2008 she headed President Obama's education policy transition team. For more information, go to www.turnaroundusa.org/podcast/
We typically highlight a few of the most interesting quotes from the podcast - by which we seek to tempt you to listen. Tony Wagner is the kind of guest who makes us want to dangle the entire transcript in front of our audience. Everything he says deserves to be a featured quote. As one of the most cutting edge thinkers in innovation and leadership, and a globally recognized voice in education, Tony Wagner is a Senior Research Fellow at the Learning Policy Institute. He comes to us after twenty years at Harvard, and he worked as a high school teacher, principal, and university professor. He is the founding executive director of Educators for Social Responsibility, and has published six books: Most Likely To Succeed: Preparing Our Kids for The Innovation Era, co-authored by Ted Dintersmith; Creating Innovators: The Making of Young People Who Will Change The World; and The Global Achievement Gap. In this podcast, he goes to the heart of the problem faced by schools and parents today and gently leads us forward with an understanding of the magnitude of change he is proposing, what it will take to make it happen, and the paradigm shift we will see if we can persist through the challenges. Let’s listen...Quotes:02:27 “The world simply doesn’t care what our students know anymore, because Google knows everything. What the world cares about is what our students can do with what they know. We live in the innovation era now.” 04:21 “We are born curious, creative, imaginative; that’s the human DNA. The longer kids stay in school, the less curious they become.” 06:08 “The first starting point is to help adults in your school community - both parents and teachers - to understand the nature of a changing world. That’s the first job of a leader.”09:09 “Too often, leaders feel pressured to provide the answers. (Instead, teachers) need to feel empowered to find better solutions.” 16:16 “In the world of innovation, it’s - fail early, fail often, fail fast, fail forward, fail cheap, but FAIL and learn from failure.”Here are some resources mentioned in our discussion:Tony’s books on Amazon - including his soon to be published memoir, Learning by Heart - https://www.amazon.com/Tony-Wagner/e/B001H6OMJ6%3Fref=dbs_a_mng_rwt_scns_share“The Finland Phenomenon” - http://www.tonywagner.com/the-finnish-phenomenon-inside-the-worlds-most-surprising-school-system-a-great-resource-now-available/All Together Now by Suzi Boss - https://www.suzieboss.com/The Hewlett Foundation - https://hewlett.org/Mastery Transcript Consortium - https://mastery.org/Measures of Effective Teaching Project, The Gates Foundation - https://www.gatesfoundation.org/media-center/press-releases/2013/01/measures-of-effective-teaching-project-releases-final-research-reportWhere to learn more about the guest:Website - http://www.tonywagner.com/Tony at Linkedin - linkedin.com/in/tony-wagner-9b53aa7Twitter - DrTonyWagnerWhere to learn more about Enrollhand:Website: www.enrollhand.comOur webinar:
Drew Perkins talks with Maria Hyler of the Learning Policy Institute about their new book and research on preparing teachers to shift their teaching to support deeper learning. Links & Resources Mentioned In This Episode: Learning Policy Institute @LPI_Learning Book: Preparing Teachers for Deeper Learning The TeachThought Podcast Ep. 162 What Do We Really Mean By “Deeper Thinking And Learning”?
DISTRICTS BEATING THE ODDS! CALIFORNIA'S OUTLIER DISTRICTS...I wish every district beat the odds.. Every district can make learning happen for every student no matter where. This show is based on a report from The Learning Policy Institute with analyst Anne Podolsky..
DISTRICTS BEATING THE ODDS! CALIFORNIA'S OUTLIER DISTRICTS...I wish every district beat the odds.. Every district can make learning happen for every student no matter where. This show is based on a report from The Learning Policy Institute with analyst Anne Podolsky..
In this episode, Learning Policy Institute leaders discuss new reports on principal turnover; the impact of principal leadership and support on teacher shortages; and ways that states are using the Every Student Succeeds Act to develop and support principals and school leaders. The episode features Jessica Cardichon, director of federal policy and director of the Washington, D.C., office, and Stephanie Levin, research manager, speaking with Seth Gerson, NGA Education program director for early childhood and K-12 initiatives.About the PodcastPlease take a listen to the new NGA Education School Leadership podcast series! On School Leadership Hot Topics, nationally recognized education experts share their knowledge and insights on strategies and promising practices for advancing school leadership policies and priorities at the gubernatorial and state level. Please also check out our earlier school leadership webinars that specifically focused on how governors and state education chiefs in Delaware, Louisiana and Tennessee are working together to improve school leadership in their states. For additional information and resources on principals and school leaders, please visit the Wallace Foundation Knowledge Center.
This week: Linda Darling-Hammond talks about a new study that focuses on school districts in California that achieved higher test scores for all or most students than their demographics predicted; and we discuss the new SAT "Adversity Score".
How do we educate our society as it consistently evolves? The Institute for Recruitment of Teachers seeks to answer this question. Founded in 1990 by Kelly Wise, the IRT has a nearly 30-year history of producing socially justice minded educators in both the K-12 and professoriate. In this episode of Every Quarter, we sit down with the new Executive Director of the Institute for Recruitment of Teachers, LaShawnda Brooks and Jessica Acosta Chavez '06, IRT ’12, Phillips Academy's Associate Director of Admission and Outreach. As an alumna of both the program and Phillips Academy, Acosta–Chavez has the unique opportunity to speak with Brooks around the history of IRT, the current needs in educating diverse populations, and the new possibilities for the IRT. As the American demographics change, so do our need for educators. According to the Learning Policy Institute, people of color represent nearly 40% of the population and 50% of our students. Since the IRT's founding in 1990, the percentage of K-12 educators of color has increased from 12% to 20%. Currently, there are over 2,000 individuals who have received a Masters degree and over 330 Ph.D.s awarded to IRT alumni.
Linda Darling-Hammond, President and CEO of the Learning Policy Institute, is the Charles E. Ducommun Professor of Education Emeritus at Stanford University where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign. In 2006, Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy.
Last week, Linda Darling-Hammond was named the head of California’s State Board of Education, the governing and policy-making body of the California Department of Education. With over six million students and nearly 300,000 teachers in California, this is a powerful position. Last year, Linda Darling-Hammond joined me to talk about her co-authored book Empowered Educators: How high-performing systems shape teaching quality around the world. The book explores how several countries and jurisdictions have developed comprehensive teaching and learning systems that produce a range of positive outcomes, from student achievement to equity and from a professionalized teaching workforce to the integration of research and practice. Linda Darling-Hammond is the president of the Learning Policy Institute and a Professor of Education Emeritus at Standard University. http://www.freshedpodcast.com/lindadarlinghammond/ Email: info@freshedpodcast.com Twitter: @freshedpodcast
Keri Randolph, former Assistant Superintendent for Innovation in Hamilton County, shares her own reluctant journey into the classroom and tries to find out why so few people are taking that path. Asking why no one wants to teach anymore to the following experts: Pete Fishman, Vice President for Strategy Deans for Impact @psfishman Kate Walsh, President of National Council on Teacher Quality @nctqkate Tiffanie Robinson, President and CEO of Lamp Post @LampPostBldgs Barnett Barry, Founder and CEO for Center for Teaching Quality @teachingquality Rickteyzia, Aspiring Teacher and Lasell College Graduate Carole Basile , Dean of Mary Lou Fulton Teachers College at Arizona State Teachers College @asueducation Lance Huffman, former principal Mariel Novas, former community organizer Shanna Peeples, 2015 National Teacher of the Year and author of Think Like Socrates The dread color-coded sheets. They always started arriving around January. The Assistant Superintendent of Human Resources would prepare weekly updates on anticipated job openings at schools in the district and distribute them to the district leadership team. Green meant a school was fully staffed; yellow meant more than 50% of openings had been filled; and red meant more than 50% of openings had not been filled. During my first January in the district, I was shocked to see the abundant red lines and numbers of anticipated openings. Over the next few months, the red lines increased with more than 300 teachers needed to fill openings for the following school year. Our conversations as a leadership team were rarely about quality or effective teachers, but rather a growing lack of certified candidates. Through these conversations, I learned that, some classrooms in our highest poverty schools went without a permanent teacher for months or even a year in high needs areas like math and science. But, we were starting to experience shortages across the board except in our most affluent schools. We moved back the hiring season so that it started in December in hopes of signing teacher early before they could be recruited away. We partnered with our local university to improve teacher preparation and strengthen the student-teaching experience. We started a mentoring pilot to support new teachers in hopes they would stay, but through all of this, I saw a bigger problem. Not enough people wanted to teach in our schools. See below for some references and additional resources to accompany the content in the podcast. The Situation: Framing the Issue. Do we really have a teacher shortage? a. 2017-18 Teacher Shortage Area Nationwide List from the Office of Postsecondary Education at the US Department of Education. Urban, rural, high poverty and low-achieving schools have the biggest staffing problems. b. Some schools and districts (for example, South Carolina) are looking to teacher exchange programs to fill vacancies. c. Retention is a huge issue, but it is outside of the scope of this podcast. We plan to release an episode solely on retention soon. d. We have a national shortage of minority teachers. Teaching is local, and so are shortages. a. Teaching is more local than most professions. Teachers are more likely to teach near where they grew up and receive their training locally, as well. Read more about Deans for Impact on Peter Fishman’s blog, 13 Miles: The Inherent Localism of Teaching. b. Check data from your state here. Shortages can vary within states, within communities and even within districts. Teacher preparation programs are lacking in numbers and quality. a. Declining enrollment in teacher preparation in some parts of the country raise concerns that local supply won’t meet local demand. More on the data included in the podcast from the Learning Policy Institute. b. Teacher preparation program- the quality debate. The National Council on Teaching Quality reviews and ranks teacher preparation programs including traditional and alternative certification programs, though, there’s debate over how to measure the quality of teacher preparation programs. Here’s the link to the Third Way survey, Teaching: The Next Generation, Kate Walsh mentions in the podcast. Here’s the list of alternative teacher preparation programs in Texas. There’s a lot about teaching in many communities that isn’t attractive. a. North Carolina salary schedule referenced in podcast, and blog article on the high numbers of North Carolina who work additional jobs outside of the regular school day. b. The OECD 2017 Education at a Glance report released in September found that the US pays our teachers on average less than 60% of the salaries of similarly educated professionals- the “lowest relative earnings across all OECD countries with data” and the report also noted that US teachers work longer hours than their international counterparts, and this makes the profession “increasingly unattractive to young students.” c. More on Tiffanie Robinson and Lamp Post. d. More on the Center for Teaching Quality’s Barnett Berry. De-professionalization and the Low and High Roads a. The 2017 American Federation of Teachers and Badass Teachers Union Teacher Worklife Survey report decreasing teacher morale and mental health. b. National Education Policy Center’s 2015 brief, Reversing the Deprofessionalization of Teaching c. For more on de-professionalization of the teaching profession: i. Darling-Hammond, L. (2007). Images of teaching: Cultivating a moral profession. In Arcilla, et al (Eds.), A life in classrooms (pp. 16-33). New York: Teachers College Press. ii. Mehta, J. (2013). The allure of order: High hopes, dashed expectations, and the troubled quest to remake American schooling. Oxford University Press. d. Marc Tucker, President and CEO of the National Center of Education and Economy, writes extensively on the education labor market and has been a leader in the standards movement in the United States. He led the writing of America’s Choice: High Skills or Low Wages, informed the high road, low road discussion in the podcast. Reimagining the Teacher Workforce and the Profession a. Read more about Dr. Carole Basile and the work at Mary Lou Fulton Teachers College at Arizona State University to reimagine teacher preparation and the teaching profession. This blog offers more information on some of the work Dr. Basile discussed. b. More on the The Behavioural Insights Team in the UK and their work can be found on their website. The work referenced in the podcast on what motivates the talented young people to join the teaching profession was from personal communications with members of the BIT team during a visit to Chattanooga in the spring of 2016. c. For more on the value and importance of diverse teams, check out this article. There wasn’t time to go international in the podcast, but it is important to note that there are bright spots internationally with high-performing education systems and a professionalized teacher workforce. Finland is one of the most often cited and striking examples, partly because of the success of Finnish reforms but also because of the fairly rapid professionalization of teaching with key policy changes about 40 years ago. Teacher training shifted to Finland’s university system from a teacher college model. Rigorous entrance standards raised the bar for those entering the profession, and teacher preparation programs were designed to be high quality and challenging. By elevating teacher training to the university system, the profession became prestigious and more equal in clout with doctors and lawyers. This high road approach has been accompanied by policy changes to support professionalization such as government funded training for teachers and protected time for teachers to plan, collaborate and hone their craft. It is no surprise that Finland does not have teacher pipeline or teacher shortage problems. In the United States, we do not have the federalized system that supported Finland’s transformation, but one can imagine that there are states and communities who could mimic Finland’s professionalization strategy. Since teaching a local labor market and most teachers are trained locally, states or local communities could work with higher education to raise the bar on teacher candidates. I think it will take policy to make changes, because there is little impetus for higher education to raise standards and admit less students to their programs. The pressure will have to come from the state government as the teacher certification entity and/or from districts who demand higher quality candidates. References: Darling-Hammond, L. (2010). Steady work: How countries build successful systems. In The flat world of education. (pp.164-172). New York: Teachers College Press. Schwartz, R.B. & J. Mehta. (2011). Finland: Superb teachers- how to get them, how to use them. In M.S. Tucker (Ed.) Surpassing Shanghai. (pp. 51-78). Cambridge, MA: Harvard Education Press.
Vrain Waves: Teaching Conversations with Minds Shaping Education
Connect with Dan Heath Website: heathbrothers.com **Connect with Vrain Waves Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links & Show Notes Dan’s intro to Power of Moments (3:01) UPC scanner Bush surprise (4:15) Power of Moments in the classroom (5:58) Sign up for Heath Brothers Email Newsletter Ed examples from Power of Moments (06:49) What are peak moments (07:24) Community College showcase (08:10) What’s it like to be a 7th grader (09:03) The call for more peak moments in the classroom (10:48) Research on deeper learning (11:25) - not just for fun; reinforce and motivate the learning (Learning Policy Institute, AIR, more from AIR) Example of Peak moment: Hillsdale High, San Mateo CA (12:21) Susan Bedford (English) / Greg Jouriles (History) Trial of Human Nature (Video of Dan telling the story) “Beware the soul-sucking force of reasonableness.” (16:43) Peak moments are rarely reasonable Build peaks, don’t fix potholes (20:14) Magic Castle hotel in LA (YouTube Video of this story) Instinct in our lives that we can improve things by fixing the problems with them (23:04) Cool quote about this: “The electric light did not come from the continuous improvement of candles.” - Oren Harari In our schools, where do we prioritize efficiency over moments? Elevation, Insight, Pride, and Connection Flamboyan Foundation example at Stanton Elementary in DC; principal Carlie John Fisherow - Family engagement Four questions during home visits: Tell me about your child’s experiences in school, and about yours. Tell me about your hopes and dreams for your child’s future. What do you want your child to be someday? What do I need to do to help your child learn more effectively? A moment that triggered a change; relationships don’t progress in steady increments; some hours are more important than others Curse of Knowledge (33:18) Made to Stick is about communication; Power of Moments is about experience HBR article from Heath brothers on Curse of Knowledge Loudon academy of Science outside of DC - Functions example (37:02) First chapter of both books we’ve discussed are free online at heathbrothers.com Takeaways (41:33) GREAT free resources at heathbrothers.com when you sign up for the newsletter
Today we're joined by Dr. Tony Wagner. Tony is a Senior Research Fellow at the Learning Policy Institute who has served at Harvard University for over twenty years. Tony has worked in K-12 education as a school teacher, K-8 principal, university professor in teacher education, and is the founded the Educators for Social Responsibility. An author of many thoughts including Creating Innovators, The Global Achievement Gap, and Most Likely to Succeed (documentary now available on iTunes) - Tony has been a perpetual driver of innovative educational practice. Tony has been a prime resource for Michael and I for years and we're always thrilled to show new staff and students Most Likely to Succeed to promote project-based learning and transforming the traditional model. In our discussion, we primarily focus on the need to change education and hope that's on the horizon - specifically the Mastery Transcript Consortium (of which Tony serves on the board.) Our emphasis on grades, unwavering class times, age segregation, and more have led us toward a stale curriculum which does a disservice to students. Instead, why not flip the entire model by reimagining college admissions? See acast.com/privacy for privacy and opt-out information.
School's In with Dan Schwartz and Denise Pope: "Improving education Across America with guest Linda Darling-Hammond" Linda Darling-Hammond, President and CEO of the Learning Policy Institute and Professor Emeritus at Stanford, shares her top five suggestions to improve America’s schools and prepare students to compete for 21st century jobs. Originally aired on SiriusXM on July 21, 2018. Recorded at Stanford Video.
Linda Darling-Hammond, President and CEO of the Learning Policy Institute and professor emeritus at the Stanford Graduate School of Education, shares her top five suggestions to improve America’s schools and prepare students to compete for 21st century jobs.
We have moved into an age where a person's value is increasingly based on their ability to innovate. In this episode, we look at how to create innovators. Follow: @gustafsonbrad, @benjamingilpin @drtonywagner @bamradionetwork A globally recognized voice in education, Tony Wagner is the author of six books — including the best sellers, The Global Achievement Gap and Creating Innovators, and he currently serves as a Senior Research Fellow at the Learning Policy Institute. Prior to this appointment, Tony held a variety of positions at Harvard University for more than twenty years. Dr. Brad Gustafson is the principal and lead learner at Greenwood Elementary in Minnesota. Ben Gilpin is currently the principal at Warner Elementary School in Spring Arbor.
This week: education leaders on the Kerner Commission at 50, including Learning Policy Institute president Linda Darling-Hammond, co-directors of UCLA's Civil Rights Project Gary Orfield and Patricia Gándara, The Education Trust president and former U.S. secretary of education John King, and Hewlett Foundation education program director Kent McGuire.
To kick off the new year, we have a special show for you. Today, Linda Darling-Hammond joins me to talk about her new co-authored book Empowered Educators: How high-performing systems shape teaching quality around the world. The book explores how several countries and jurisdictions have developed comprehensive teaching and learning systems that produce a range of positive outcomes, from student achievement to equity and from a professionalized teaching workforce to the integration of research and practice. Linda Darling-Hammond is the president of the Learning Policy Institute and a Professor of Education Emeritus at Stanford University.
Maryland and many other states are facing teacher shortages, and yet the teaching profession loses 1 out of 5 teachers by their fifth year in the classroom. Educational researcher Linda Darling Hammond of the Learning Policy Institute says a range of factors, like planning time and access to materials, shape teachers’ decisions.And we hear from two Baltimore principals - Principal Patricia Burrell of North Bend Elementary/Middle School and Principal Marc Martin of Commodore John Rodgers Elementary/Middle School - about how they are supporting their teachers and fostering collaboration at their schools.
TEACHER SHORTAGES IS A REAL CHALLENGE Executive Director of AACTE on AACTE's position that there is a looming deficit of future teachers and recruitment and retention efforts must improve to help build a stronger teacher pipeline. Sharon will reference the research provided by Linda Darling-Hammond's Learning Policy Institute released in September.
Retaining Teacher, Collaboration and many other ideas help stop teacher attrition. Learn how your state rates against others etc.
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